TitleIII Technology Literacy Challenge Grant

Learning Unit

Overview | Content Knowledge | Essential Questions | Connection To Standards | Initiating Activity | Learning Experiences | Culminating Performance | Pre-Requisite Skills | Modifications | Schedule/Time Plan | Technology Use

OVERVIEW

Throughout the course of this unit, the students will be exposed to a wide variety of cross curriculum activities centered on the theme of recycling. During this unit, the students will work in partners, small cooperative groups, and will also work independently doing a plethora of learning experiences. These will include: graphing trash, responding to a recycling question with email, writing a persuasive essay, designing a computer logo, and inventing a recycled product. This unit of study will be taught over three to four weeks.

CONTENT KNOWLEDGE

ESSENTIAL QUESTIONS

How has recycling effected our daily lives?

How have people and their choices effected the environment?

 CONNECTIONS TO NYS LEARNING STANDARDS

ELA: Standard 1 Language for Information and Understanding

Listening and Reading

• Gather and interpret information from children's reference books, magazines, textbooks, electronic bulletin boards, audio and media presentations, oral interviews, and from such forms as charts, graphs, maps, and diagrams
• Select and use strategies they have been taught for notetaking, organizing, and categorizing information
• Ask specific questions to clarify and extend meaning
• Support inferences about information and ideas with reference to text features, such as vocabulary and organizational patterns

ELA: Standard 1 Language for Information and Understanding

Speaking and Writing

• Present information clearly in a variety of oral and written forms such as summaries, paraphrases, brief reports, stories, posters, and charts
• Select a focus, organization, and point of view for oral and written presentations
• Include relevant information and exclude extraneous material
• Use the process of pre-writing, drafting, revising, and proofreading to produce well constructed informational texts
• Observe basic writing conventions, such as correct spelling, punctuation, and capitalization as well as sentence and paragraph structures appropriate to written form

ELA Standard 3 Language for Critical Analysis and Evaluation

Speaking and Writing

• Express opinions about events, books, issues, and experiences, supporting their opinion with some evidence
• Present arguments for certain views
• Monitor and adjust their own oral and written presentations to meet criteria for competent performance
• Use effective vocabulary, and follow the rules of grammar, usage, spelling, and punctuation in persuasive writing

ELA Standard 4 Language for Social Interaction

Listening and Speaking

• Listen attentively and recognize when it is appropriate for them to speak
• Take turns speaking and responding to others' ideas in conversations on familiar topics
• Recognize the kind of interaction appropriate for different circumstances, such as story hour, group discussions, and one on one conversations

MST Standard 1 Analysis, Inquiry, and Design

Mathematical Analysis

• Deductive and inductive reasoning are used to reach mathematical conclusions

MST Standard 4 Science

The Living Environment

• Human decisions and activities have a profound impact on the physical and living environment.

INITIATING ACTIVITY

We will begin this unit dressed with trash all over our clothing while reading the book, The Wartville Wizard by Don Madden. The story is about a man who puts a spell on the town, making all the litter that someone throws on the ground attach to their body. Please see learning experience 1 for a description of the experience.

LEARNING EXPERIENCES
In chronological order including acquisition experiences and extending/refining
experiences for all stated declarative and procedural knowledge.

 Activity One - The Wartville Wizard

Knowledge: At the end of this experience the students will know vocabulary associated with environment and recycling: 

• Recycle
• Reuse
• Reduce
• Pollution
• Landfill
• Litter

Time Frame: 1-2 days 

To get the children excited and curious about this activity, walk into the classroom with trash attached to your clothes (Velcro works well). Displaying the book, The Wartville Wizard written by Don Madden, have the children make predictions about the story and why you are dressed this way. Discuss the following prediction questions:

• Describe what you see, where do you think the man is going?
• Is the man young or old? How can you tell?
• How do you think the man is feeling?
• Predict some events that you think might happen in the story?

Read the story to the class. After reading, together discuss if their predictions were correct.

Together read the 6 vocabulary words that are written individually on a separate sheet of chart paper. Allow the children some time to think on their own about what they know about the words, then have them turn to a partner to share with them their thoughts. Eventually, have each partnership share with the class their ideas. The teacher should chart their responses under each word and clarify meaning of each word.

Break into small groups, and have each group make a pictorial representation of the words using their charted responses for assistance. They will do this on a prepared organizer. (You can simply have the class divide their paper into 6 parts for the six words.)

Assessment:

• Teacher observations during sharing time
• Pictorial Representations will also be assessed for their meaning of each word

Activity 2 - Garbage Graph

Knowledge: At the end of this experience students will be able to interpret data on a graph.

Time Frame: 2-3 days

Children will bring in various objects of garbage. Together we will brainstorm different ways to sort the garbage. Ultimately through teacher directed questioning, the garbage will be sorted into 4 categories: Plastics, Metals, Paper, and Cardboard. Together you will create a bar graph comparing the 4 categories of garbage. Using a large flat area (the floor works well) allow each child to place their garbage in the category on the graph that they think is correct. Have the rest of the class give a thumb up or thumb down if they agree with the placement.

After the bar graph is assembled, ask what they notice about the graph. Allow a think pair share for their responses. (Think Pair Share: Allow think time for each student on their own, then have them pair up and share their ideas with a partner.)

Independently, the students will then answers written questions about the graph. (See sample below)

SAMPLE GRAPHING QUESTIONS

1. Which category has more items?
2. Why do you think it has the most items? (Think of how things are usually packaged.)
3. Which category do you think is easier to reduce? Why?
4. Which category has the least number of items? Why?

Assessment:

• Independently, the students will answer written questions interpreting the data.

Activity 3 - Pack Your Bags, We're Going To the Landfill

Knowledge: At the end of this experience, students will know what happens to garbage at the landfill.

Time Frame: 1 day

Plan a trip to your local landfill. (If this isn't possible, have a representative from the landfill speak to your class, or you can visit it and take pictures or videotape your visit for their viewing.) Also, there is a video that takes your class on a field trip to the Landfill called, Rotten Truth. It is a 3-2-1 Contact video.

While you are at the landfill, have the children observe and learn the cycle of reducing and recycling products.

When you arrive back to your classroom, break the class into groups and have each group recreate the process, which they will perform for the class. They can draw it, act it out, sing a song about it, or whatever they wish to do to teach the process to us.

Assessment:

• Teacher assessment with anecdotal records at the landfill and during group work
• Assess their ability to teach the process through their performance.

 Activity 4 - Is This Balanced?

Knowledge: At the end of this experience students will know the steps for using a balanced scale. At the end of this experience students will be able to use a balanced scale.

Time Frame: 3-4 days

Ask the class what they would use to weigh something? Discuss their responses. Ask the class to stand on one foot. Allow them to discuss what happens to them when they aren't on two feet. From this discussion, introduce the term balance and how it relates to a balanced scale.

For students to understand the concept of balance, they will create with a partner a Coat Hanger Balanced Scale. Have the directions posted in the classroom. Have students read the directions step by step, and with their help model making a scale together as a class first.

Directions for Making Coat Hanger Balanced Scale:

1. Materials needed: Wire coat hanger, string, 2 paper cups, scissors, and a hole punch
2. Find the middle of the bottom of the coat hanger. Bend the middle bottom up to the hanger part.
3. Make three holes equal distance apart in each paper cup.
4. Attach three pieces of string to the holes.
5. Attach each cup to either end of the coat hanger.

After each group has successfully made their scale, bring the class together to model how to use the scale. With various snack eating objects (get it, you are reusing them), have the groups compare the amount of each needed to create balance. Have each group record their results on a prepared organizer. (See sample below)

SAMPLE ORGANIZER

30 M&Ms = ______ Red Hots

50 Cheerios = _____ Jellybeans

12 Raisins = _____ Lifesavers

Once the class understands the concept of balance, show them a real balanced scale. As you discuss this scale, continue to remind them of their experiences with the coat hanger scale. Drawing from those experiences, together brainstorm what the steps are for using a balanced scale. Model their steps to check for accuracy. Once the steps are agreed upon by all, chart the steps to be displayed during this activity.

Have each group weigh various objects of garbage with their balanced scales. Have each member fill out a prepared organizer with his or her results. (See sample organizer below)

During this activity, you can think back to the field trip to the Landfill and discuss that they weighed the garbage to keep accurate records of what was coming in to the Landfill. Also this activity lends itself to discussing if the garbage weighs less when you reduce it.

SAMPLE ORGANIZER

Assessment:

• Teacher observation
• Assess each student's organizer of the snack eating objects
• Assess each student's organizer of the garbage weights

Activity 5 - You've Got Mail!

Knowledge: The students will know how to respond to questions via e-mail. Students will e-mail on the computer.

Time Frame: This will be a daily activity during this unit of study.

Class will begin with the following question posed: "I need to write a letter but I don't have any paper, and I do not have anything to write with, plus my telephone is broken and I must get a response by tonight, what can I do?"

Discuss the ways that using e-mail messages can be helpful to the environment (i.e. not using paper, pencils, etc.).

Using the LCD projector, hooked up to the computer, the teacher will show the entire class on the screen a large version of e–mail and the steps to e-mailing.

The teacher will have previously set up a classroom account and have a specific recycling/environment question e-mailed to the class. This will provide the class an opportunity to develop an answer to the question and the teacher will be able to demonstrate the steps to responding to an e-mail. Each day a different student will be responsible for answering and sending the correct message back to the Recycling Question of the Day. The questions will serve as a review of the previous day's discussion about recycling. This will also be a nice way to assess each students understanding of the concepts.

The steps will also be written on chart paper and displayed near the computer center in the classroom.

Assessment:

• Check that each student's response got sent properly.

Activity 6 - Persuasive Writing

Knowledge: Students will learn the steps used to write a persuasive letter. Students will write a persuasive letter.

Time Frame: 5-7 days

Using a graphic organizer, the teacher will model the steps to writing a persuasive letter by using the following example question: A good graphic organizer is found in the K-2 Effective Communicator Booklets from Boces.

Why should we have a longer recess time?

This will be done on the overhead projector so that all of the students will be able to see the writing process.

The teacher will pose the following question to the class:

"You have a neighbor who litters all over his yard. The garbage goes into your yard, the street and into a stream, which goes through both of your front yards.
You need to convince him to change his ways using the environment information we have learned."

Using the question regarding littering, the students will fill out the graphic organizer. This piece of writing will take a few days, since you will be going one step at a time with the class. Each step will be modeled together with the class, before they begin to do it with their own writing.

Assessment:

The completed persuasive letter will be assessed using the rubric.

 Persuasive Writing Rubric 2^nd Grade

Activity 7 - Editing Writing

Knowledge: The students will learn the steps used to edit their own writing. The students will also edit their persuasive writing letters.

Time Frame: 1-2 days

Assisted by the overhead projector, the teacher will model the following steps of editing writing demonstrated on a prepared piece of writing.

• Blue colored pencil: Circle the beginning letter of each sentence. (Do I have a capital?)
• Green colored pencil: Circle all ending punctuation. (Is this the correct punctuation?)
• Red colored pencil: Underline the topic sentence in each paragraph. (Does this catch the reader's attention and answer: who, what, where, and why?)
• Purple colored pencil: Underline the closing sentence in each paragraph. (Does this sum up my paragraph?)

As the class is marking the prepared piece of writing with the teacher, together they will be correcting any mistakes to the 4 items that they are editing.

Students will independently edit their own persuasive writing utilizing the editing steps.

Each student will share their edited writing with a partner for a "double check." 

They will also refer to the chart on the board, which includes guidelines for topic and closing sentences.

Assessment:

• Check that each student has checked their paper for the 4 items to edit.

Activity 8 - Design an Earth Day Computer Logo

Knowledge: Students will design an Earth Day computer logo.

Time Frame: 1-2 days

The class will begin by identifying various products by viewing their logo. (Example: Pepsi, McDonalds) After discussing the different qualities that make a logo memorable, the class will begin to brainstorm different Earth Day logos. The teacher will chart all the ideas from the class to be displayed during this activity. Each student will then begin drawing their design on paper using crayons and colored pencils.

Using the LCD Projector, together we will model the steps for scanning their picture and printing it on iron on transfer paper. These steps will be charted and displayed during this activity. Each student will then get a chance to scan and print his or her Earth Day Logo Design.

These designs will be ironed on a white T-Shirt and will be worn during our EARTH DAY CELEBRATION.

Ideas for an Earth Day Celebration:

• Raise money by collecting cans and bottles. With the money, purchase trees and flowers to be planted on the school grounds.
• Have an Earth Day picnic. Challenge your students to use reusable containers and cloth napkins, in hopes of limiting the amount of garbage generated from the picnic. Another special treat is to surprise the class with a flowerpot Dirt Cake. Recipe can be found: http://soar.Berkeley.EDU/
• Have a Campus Clean Up Day.
• Borrow brown paper grocery bags from a local grocer, have your class decorate the bags with positive Earth Day messages and pictures. These bags will be used at the grocery store on Earth Day. To get more information and to sign the guest book for this National activity log on: www.earthdaybags.org

Assessment:

• Teacher will check that each student successfully scanned and printed their logo

Activity 9 - Recycled Invention Convention

Knowledge: The students will learn that recycling is reusing materials.

Time Frame: 3-4 days

 After discussing the importance of recycling and visiting a local company that uses recycled products, (Example: Local newspaper that prints the paper on recycled paper) the students will begin to make their own recycled product.

In small groups, give each group an empty paper towel holder. Individually, allow each student to think of possible uses for this as a recycled product. They should then discuss all their ideas with their group. Each group will then share their ideas with the class. This discussion is used to "jump-start" their creative minds.

Present each group with a box filled with a variety of recycled materials from which the group will begin to formulate ideas for creating a recycled product with all or some of the materials in the box. As a group, they will fill out a planning sheet for their product. (See sample planning sheet below)

SAMPLE PLANNING SHEET

Product Ideas:

Materials Needed:

Picture of Product:

Product Name:

Over the next few days, allow all the groups time to work on this group project. Every student will respond daily in a journal discussing the following: what they have accomplished, possible problems that have arisen, and how the group is working as a team. This project is an excellent problem solving adventure for the class. Each group will be creating a persuasive commercial for their product - see the culminating performance.

Assessment:

• Teacher observation during group work
• Self Evaluation
• Daily progress journal

CULMINATING PERFORMANCE

After cooperatively designing and building their own recycled product, the students will create a persuasive commercial advertising their product. Each commercial will be videotaped and viewed by another classroom. The other classroom will also evaluate the commercials and vote to see which commercials convinced them the most to buy the product. Independently, the students will assess their role in contributing to the group in creating the commercial. They must design a commercial where each group member has a role in the performance of the commercial. Each student will also be assessed during their collaboration with their group and their final commercial. Please see attached rubric.

Commercial Rubric (2^nd Grade)

PRE-REQUISITE SKILLS

Prior to teaching this unit, the students will have learned certain skills.

These skills are:

• Sorting and Classifying
• Writing a topic sentence
• Writing a closing sentence
• Writing a friendly letter

MODIFICATIONS

As with any unit, different modifications must be made to meet the various needs of the students in the classroom. For our class makeup, the only modification that was necessary was during the writing learning experience. There was much more one on one work time with the teacher during the writing of the persuasive letter. Also, the lines of the paper were larger for students who needed that, and they were outlined to show the need to indent. At times, the teacher wrote what the child was saying, and during the proofreading phase this was done one on one rather than independently. This was a beneficial learning experience to all the students in the classroom.

UNIT SCHEDULE/TIME PLAN

This unit should be taught around March and April to collaborate with Earth Day, April 22. The unit will take between 5-6 weeks depending on the needs of the classroom.

TECHNOLOGY USE

Technology played a role in this unit. Various technology tools were used to assist in the learning and teaching of this unit.

Technology Use

• Email
• Overhead projector used to model different graphic organizers
• Computer Scanner used to make T shirts
• Printing on iron on transfer paper to make a T shirt
• LCD projector to model steps to Email
• WEB SITES FOR BOTH TEACHER AND STUDENT:

http://www.kidsdomain.com/holiday/earthday/craft.html

www.kidsdomain.com

www.earthday.com

www.earthdaybags.org

www.sdearthtimes.com